Rural junior high school mathematics teaching practice of psychological intervention model

[Abstract] This paper mathematics classroom learning for rural junior high school math students with psychological problems behavior modification and counseling. It is with behavioral problems and mental illness students or students who have this tendency to take targeted education, so as to achieve the purpose of mathematics teaching.

[Keywords] rural junior high school, mathematics, teaching, psychological intervention, principles, strategies

Issues raised in the background

In today's rapid economic development in rural areas where people work outside the home has become a universal phenomenon, "Children Left Behind" education has become an object of social concern, "left-behind children" bad atmosphere because of family education, resulting in this part of the child's psychological or defective, or domineering, or inner eccentric, in school classes are not well integrated into the collective, not the teacher's love and understanding. Especially into junior high school, due to the constantly increasing burden of learning mathematics for understanding the requirements continue to increase, the performance may decline. In this case, students can easily lead to psychological fear of mathematics learning. If we fail to take effective measures in a timely manner to help them rectify, resolve, rescue, it may induce adverse external behavior, for example in mathematics classroom deliberately speak, do not concentrate on learning, like to the movies - happy o'clock see two, happy to sleep, after-school homework is not serious and can not review the consolidation, can not form good study habits, learning attitude is not correct, there is no positive outlook on life and the right values, are not well integrated into the class group , or even violent.

Psychological intervention is mathematics classroom: "Mathematics teachers, students focus on the success of the overall goal psychological quality, integrated use of educational psychology and school psychology principles and techniques in math classes for poor academic student frustration, inferiority and acquired helplessness negative attitude of active intervention, in order to guide students to restore confidence and improve frustration tolerance, optimistic, positive, aggressive attitude. "
We are here talking about junior high school mathematics teaching in the psychological intervention, mainly refers to the mathematics classroom for rural junior high school students with psychological problems and psychological guidance for corrective actions. It is with behavioral problems and mental illness students or students who have this tendency to take targeted education, propose effective treatment measures, the majority of students focusing on the development of mathematical psychology for quality education, so as to achieve mathematical teaching purposes.

We use the Dutch expert psychological counseling and psychotherapy student of Professor Maria Ards counseling Marte meo model theory, classroom teacher diaries, student learning diaries, reflection, reflecting the students in the school classroom with other students or teachers 'ability to communicate and influence, as well as mathematical activity participation and enthusiasm, interaction analysis using theory to guide teachers to apply their strength in a natural way to enhance and stimulate students' growth and development, to help them establish appropriate behavior model, focusing on rural junior high school mathematics teaching psychological intervention model for research and exploration, and explore how to effectively under the new curriculum for rural junior high school for behavioral and psychological intervention.

The use of mathematics teaching for psychological

The basic principles of intervention

1 Practicality

In theory, applied research, emphasizing the use of theory to guide practice for classroom teaching practice services, to integrate theory and classroom management practices combine, through research, continuing to explore the junior high school mathematics teaching for psychological intervention The primary problem is to solve the current junior high school mathematics teaching management need to solve practical problems.

(2) the principle of development

Junior high school mathematics teaching psychological intervention should be student-led the development of psychological, physical and mental development according to the law and junior high school students to learn mathematics psychological development need to be given the necessary help, thus contributing to the formation of students' good psychological quality, and to develop their potential as .

3. The precautionary principle

May appear on the junior high school mathematics learning psychological problems for early detection and prevention, prevention, early establishment of effective linkages with parents, psychological problems as much as possible to avoid or reduce the generation of students. But we say that prevention is not a simple "blocking", but for those who already have a "minor" symptoms as early as possible for students "rescue" to prevent "illness" further "deterioration" in short, prevention is better than cure.

4 grooming principle

Junior high school students in understanding the psychological basis, and strive to seize the "heat" capitalize on the trend, and emotionally moving, enlighten them with reason, guided by the line. Change simply, "I tell you to listen to" approach to dialogue and other students easily accepted in the form of lively, attention to environmental and manner, good at grasping the psychological characteristics of different types of junior high school students, so that students can be educated in the best state of mind environment.

5 Principles difference

Rural junior high school mathematics teaching psychological intervention, both for all students, but also concerned about individual differences. Each student has a different family environment, social background, life experiences, their abilities, needs, interests, experiences and values ​​are not the same, in the mental development of unique. Therefore, the use of different educational resources, and mobilize all positive factors for the promotion of the health of each student to learn math mental formation to help.

Classroom basic psychological intervention

Tactics

One before class to understand, take precautions

There are a few students in rural junior high school mathematics learning some hidden psychological problems, their "well-being" marginalized, certain external incentives may detonate these potential problems. Before class, the teacher can observe, talk with parents and students and other ways to understand the potential of these children learn math psychological problems and take effective measures, such as talking to them through counseling, to guide their self-awareness, self-venting, thus easing their potential psychological problems. As soon as possible to help find out why there is a tendency for students to actively grooming, as soon as possible to help them build confidence, out of the shadows, early integration and harmonious collective classes, and healthy growth.

2. Lesson concerns, counseling correction

For students in math class showing a variety of behavioral and psychological problems, through careful observation and investigation, we can use the scientific method to its psychological intervention education and exercise, to help them develop good study habits and proper behavior habits, restore confidence, stimulate enthusiasm for learning. The author has the five kinds of psychological intervention method to infiltrate mathematics classroom, the students learn math good behavior pattern formation played no small help.

(A care law: In the classroom, teachers should be given to students with psychological problems more care, so that he feels attention. Example: A student whose parents divorce, often noisy front of the children, fighting, resulting in its class malaise, even in the classroom in a daze, reading novels, biography note, etc., the author discovered in the classroom to give them attention, approached him, looking through his notes, gently knock a few of his desk, or with an expectant look, to help him improve attention, return to the classroom.

(2 intentionally France: Successful students are mostly the same, each has its own reasons for student failure in order to help those with learning behavioral and psychological problems of the students as soon as possible to rediscover his confidence, improve performance, I always intend to give them to answer a few simple questions, or do some of the basic problems and timely completion of their post-high marks, make them feel something, to experience the joy of success, so as to stimulate enthusiasm for learning.

(3 Lightening France: Some students weariness, fear of science, because of its own ability to accept poor, coupled with slow movements, often need to spend a lot of time to complete the job for this part of the students in the classroom or homework layout to focus on individualized, so focused, differentiated and difficult, so that they have a daily income, and gradually realize the joy of learning, to restore confidence.

(4 excitation method: For students with problems, not stingy with her praise, but to affirm their timely progress bit by bit, to seize the opportunity to praise the spot so that they can also be sure that other students get more attention, arouse their self-esteem and self-confidence in the process of learning and activities, students will learn the state is divided into a set of quite various aspects of the game, let them through their own efforts to rediscover his confidence.

(5 cold treatment: current students psychological complexity, while those "problem students" mentality is more complex, they are in the classroom undue performance, our teachers can not behave properly, they do not affect the school, sometimes teachers with their eye contact , when the Church is not processed by the demeanor make them aware of their mistakes, and consciously to be corrected.

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3. Afterschool track, and to divert

Students in mathematics classroom emergent adverse psychological problems and behavior, teachers after school to its own insight, experience, the use of scientific, rational approach to identify the problems in a timely manner, after a careful analysis to develop appropriate solutions , to take the appropriate measures to divert, to help students overcome psychological barriers. As for the freshmen who started or can not be adjusted after the holidays psychological counseling to students. Secondly, we can take advantage of home visits and other ways for students to solve problems, alleviate student anxiety, interpersonal difficulties, learning pressure and other issues.

Mathematics teaching psychological intervention

"Four focus on"

Junior high school mathematics teaching in the implementation of psychological intervention model study, we want to study, while summary, while increased use of scientific methods and do the "four focus."

1 focus attention psychology latest results, accurate judgment, rational use of

Usually pay attention to collect information about psychology, psychology of learning the latest research results, and can be combined with practical, tested in practice, to explore, in conjunction with their teaching to establish sub-topics studied.

2 students focus on collective psychological quality education, in order to point, and common progress

Rural junior high school mathematics teaching psychological intervention model is different from the general psychological counseling classes, which implement in the whole process of teaching mathematics, mathematics learning in the classroom activities to implement psychological interventions to help individual students solve mathematical puzzles and trouble learning , we can not forget the collective psychological education for students, promote everyone together.

3 focus on improving their psychological quality, attitude adjustment, both teaching and learning

Math teachers should use the scientific psychological knowledge to adjust their attitude, the spirit of "sincerity, enthusiasm, patience, confidentiality" principle to work. Practical for rural junior high school students in the classroom to actively create various health benefits of learning activities to help them in the collective activities correction deviant psychology, learn the proper contacts, build self-confidence, self-esteem and self-reliance heart, cultivate the sense of participation and experience success joy, gradually returning to normal psychological growth track.

4 focus on home-school liaison and support each other, to create synergy

Causes students to learn mathematics psychological problems arising are many reasons, but mainly family environment, social environment, the school's teaching requirements, knowledge of the difficulty and the student's own interest in learning, foundation and so on. Therefore, the student's mathematics learning preventing psychological problems and effective solutions to rely on schools, social, family full of students, sub-channel interference. Teachers through appropriate way to establish good communication with parents to help parents establish a correct concept of education, the use of scientific and rational way of education, culture and create a good family atmosphere, so that rural junior high school students in learning mathematics spacetime happy healthy growth.

Achievements and problems

After two years of practice and research, we have made some preliminary results and experience.

1 collected a mathematics classroom psychological interventions on student data

Good junior high school mathematics classroom learning psychological intervention, it is critical for teachers to have a rich theoretical and practical information. Author through out study, gather information about students' mathematical theory of psychological intervention classroom materials, study, while practice, while accumulation, with the theory and Wisdom psychological counseling for students.

(2) the student has accumulated a wealth of cases

Our students in mathematics classroom record daily activities, and analyze, evaluate, implement tracking intervention for special cases, the formation of several case records with rich material for further research student learning math psychological problems accumulated a lot of first hand information, such as << "On several flustered." >> << anxiety mathematics learning inefficient clinical intervention >> and so on.

3 explores the mathematics teaching in junior psychological intervention strategies

Mathematics classroom psychological intervention is a comprehensive philosophy of education, it is the mathematics teaching, moral education, psychological counseling and more means of combination is mutual penetration. Through practice initially worked out for the modern psychological characteristics of rural junior high school mathematics classroom intervention strategies, that is the main lesson intervention to pre-class, after-school intervention extension possible for students to learn mathematics psychological problems using prevention a pound of cure strategy.

However, in the specific theoretical study and practice to carry out the study, due to conditions and restrictions understanding, in practice there are many difficulties, pedagogy, psychology, theory and practice is sometimes difficult to combine, and thus the junior high school mathematics Psychological intervention classroom teaching mode remains to be further explored, there are still many shortcomings in the future also need mathematics classroom teaching practice continuous improvement. Links to free download http://eng.hi138.com

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